When several pupils in a cohort show very low planning and organisation scores, each pupil needs individual assessment and monitoring. The scores do not establish a diagnosis or require automatic referral.

Observe real tasks

Gather evidence across lessons, assignments, homework routines and transitions. Check whether the pupil can:

• identify a goal and first step;

• sequence and record actions;

• gather materials;

• estimate and monitor time;

• notice when a plan is not working;

• change approach while retaining the goal;

• complete and review the task.

Record the task, support and outcome. Use work samples and planner records alongside observations.

Consider the wider picture

Planning performance can be affected by language, working memory, attention, anxiety, attendance, subject knowledge and understanding of the task. Gather the pupil's view, information from home and examples from several teachers.

Trial a matched strategy

Teach one clear routine using the school's real systems. This might include a visible sequence, working backwards from a deadline or using checkpoints in the school planner.

Define the baseline, responsible staff, contexts, expected outcome and review date. Use assess, plan, do and review. Monitor whether the routine was taught and reinforced consistently.

Judge meaningful improvement

Track starts, completed stages, deadlines, plan adjustments and prompt dependence. Improvement should transfer beyond the intervention session.

If substantial difficulty persists across contexts despite a reasonable, well-implemented trial, define the question for specialist discussion. Referral evidence should show the observed need, alternative explanations considered, strategies tried and response.

Guidance and next steps

• SEND guide for schools explains the graduated approach.

• EEF: Metacognition and Self-Regulated Learning provides free guidance on planning, monitoring and evaluating strategies.

• The local authority's educational-psychology, specialist-teaching or inclusion pathway should guide any professional follow-up.

Screening identifies an area for closer investigation. It does not determine the cause or referral route.